Steven R. Aragon, Scott D. Johnson, and Najmuddin Shaik

Abstract
Using three learning style instruments, researchers assessed students enrolled in an online instructional design course and students in an equivalent face-to-face course to determine the students' preferences across the constructs of motivation maintenance, task engagement, and cognitive controls. While significant differences were found between the learning style preferences of the online students and those of the face-to-face students, these differences were not significant when success factors were controlled. The results of this study suggest that students can learn equally well in either delivery format, regardless of learning style, provided the course is developed around adult learning theory and sound instructional design guidelines.